Module HIST1451: Europe East and West, 1943-1991

Department: History

HIST1451: Europe East and West, 1943-1991

Prerequisites

• Normally an A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or IB).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to a critical and scholarly means of studying European history from 1943 to 1991.
• To introduce students to the growing historiography of this emerging historical period.
• To demonstrate to students the particular merits and difficulties for historians associated with studying the recent past.
• To allow students to develop an understanding of post-war history that integrates both western and eastern Europe into a single analysis.

Content

• This course examines why the history of Europe was so different in the second half of the twentieth century than it had been in the first half. It explores why political stability was a defining mark of much of Europe during this period, at a time when modernization was rapid, mobility was widespread, and identities were openly contested. Yet it also explores the limits of this stability, addressing issues of protest and legitimacy, and assessing why the post-war order both endured and collapsed in turn.
• Eastern and Western Europe are given equal weight and studied in an integrated way, in order both to discern common European themes and to illuminate differences. Marginal and exceptional regions, from Iberia to the Balkans, which further complicate the history of the Cold War, are also studied.
• The course ranges across political, socio-economic and cultural history, and embraces chronological content, major themes and events in specific countries.

Learning Outcomes

• Knowledge of the course of European history from the height of the Second World War to the collapse of the Soviet Union.
• An understanding of the benefits of a continent-wide approach to European history.
• An appreciation of how historians approach the recent past.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative benefits from the summative assessments, plus one or more short assignments delivered orally and discussed in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University